ASSIGNMENT

_________________________________________________________________________
HPGD 2203
EDUCATIONAL MANAGEMENT
SEPTEMBER 2021 SEMESTER

SPECIFIC INSTRUCTION

1. Answer in English or Bahasa Malaysia.

2. Number of words: 3000 – 5000 words excluding references.

3. Submit your assignment ONCE only in a SINGLE file.

4. Submit your assignment ONLINE.

5. Submission date : 16 NOVEMBER 2021.

6. This assignment accounts for 60% of the total marks for the course.

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 ASSIGNMENT QUESTION

PURPOSE:
The purpose of this assignment is to provide learners with the opportunities in the process
of management and administration in education or in any teaching institution.

INSTRUCTIONS:
The assignment consists of two questions. Students are required (1) to analytically review 2
articles on school leadership and management, and (2) response to the subsequent
question by implementing the related findings based on the framework given. Students are
required to compile all the answers to both questions and summit them as a single
assignment.

QUESTIONS:
1. Read carefully all the research articles listed in Appendix 1 and prepare a critical
review of each article.
[20 marks]

2. The role of a school principal is to provide strategic direction in the school system.
School leadership involves setting clear goals, managing curriculum, monitoring
lesson plans, allocating resources and evaluating teachers regularly to promote
student learning and growth. They are central to shaping a positive and
professional school learning environment (Sergiovvanni, 2014).

a) Based on the statement above, interview a school leader on their best practices
in ONE of these three listed areas;
i. Instructional supervision
ii. Monitoring lesson plans
iii. Supporting professional learning communities (PLC)

[20 marks]

b) Prepare a reflective journal using Gibbs’ Reflective Cycle Model (see Appendix 2).
Support your stand with relevant example and literature from at least 5 sources
which can include books and articles from article journals and/or established
websites.
[20 marks]

[TOTAL: 60 MARKS]

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Appendix 1.

i. Ibrahim, A. & Mahmoud, S. (2017). Principals' Communication Styles and School

Performance in Al Ain Government Schools UAE. International Journal of
Research Studies in Education, 6(i), 29-46
.
ii. Burner, T. (2018). Why is educational change so difficult and how can we make it
more effective?

Please note that you may access the above articles at the following URL link:

Article 1:
http://consortiacademia.org/wp-content/uploads/IJRSE/IJRSE_v6i1/1421-5053-1-PB.pdf

Article 2:
https://www.researchgate.net/publication/325122484_Why_is_educational_change_so_di
fficult_and_how_can_we_make_it_more_effective

Appendix 2

Gibbs’ Reflective Cycle Model

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 ATTACHMENT
ASSIGNMENT RUBRIC
HPGD2203 EDUCATIONAL MANAGEMENT / SEPTEMBER 2021
QUESTION 1: REVIEW OF ARTICLE

Criteria Excellent Good Fair Poor Unsatisfactory Max

*QN CLO Weighting
4 3 2 1 0 Marks
1 3 Relevance 1 The review is very relevant The review is The review is fairly relevant The review is hardly relevant The review is not 4
and the discussion relevant and the and the discussion and the discussion relevant and the
demonstrates very good discussion demonstrates fairly good demonstrates limited discussion
understanding of the article demonstrates good understanding of the article. understanding of the article. demonstrates not
understanding of the understanding of
article. the article.
1 3 Breath 1 All the key aspects of the Most of the key Some of the key aspects of Few key aspects of the article No key aspects of 4
article are adequately aspects of the article the article are covered are covered adequately in the the article are
covered in the review. are covered adequately in the review. review. covered
adequately in the adequately in the
review. review.
1 3 Depth 1 Ample evidence of critical and Adequate evidence Some evidence of critical and Little evidence of critical and No evidence of 4
in-depth analysis of the of critical and in- in-depth analysis of the in-depth analysis of the critical and in-
content of the article. depth analysis of the content the article. content of the article. depth analysis of
content of the the content of the
article. article.
1 3 Clarity 1 The review is very clear, The review is clear, The review is fairly clear, The review is vague and lacks The review is 4
focused, coherent, and well focused, coherent focused, coherent and well focus, and coherence, and is vague and no
discussed with support from and well discussed discussed with support from not well discussed. Discussion focus, and
expert with support from expert lacks support from expert coherence, and is
knowledge/theory/past expert knowledge/ knowledge/theory/past knowledge/theory/past not discussed.
research. theory/ past research. research. Discussion without
research. support from
expert
knowledge/theory
/past research.

4
 1 3 Organisation 1 Effective organization and Clear organizational Organization seems Discernable organization is No discernable 4
well suited to the purpose. pattern. Main points adequate. Difference not clear.  Difference organization.  No
Main points are clearly are distinct from between main points and between main points and difference
distinct from supporting supporting details. supporting details is fairly supporting details is blurred. between main
details. Graceful transitions Smooth transitions distinct. Logical flow, but no Transitions are hardly points and
create coherent progress differentiate key clear signposts for transition. present. supporting details.
toward conclusion. points. No transitions are
presented.
Total 10 20
*QN = Question Number

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QUESTION 2a: INTERVIEW

Criteria Excellent Good Fair Poor Unsatisfactory Max

*QN CLO Weighting
4 3 2 1 0 Marks
2a 3 Format presentation 0.5 Very neatly written work and A neatly written work and A somewhat neatly A very confusing Not evidenced 2
very easy to understand easy to understand written work and quite written work and very
easy to understand difficult to understand
2a 3 Questions quality 0.5 Questions draw out full, Questions draw out Some questions wander Questions are often Not evidenced 2
interesting, relevant, and adequate answers with away from objectives; yes/no or only draw
moving answers from the some follow-up and questions are borderlinebrief response with
subject. Incomplete answers connection between them appropriate answers little follow-up or
have follow-up questions. tend to be brief. prodding for fuller
answers. Answers are
too brief.
2a 3 Length/ effort 1.5 More than sufficient number of Adequate number of More questions could Demonstrates little Not evidenced 6
questions asked questions asked have been asked effort and is too short
2a 3 Transcription 1.5 A very informative transcription An informative A quite informative Lack of informative No transcription 6
transcription transcription transcription
2a 3 Summary of interview 1 A very well summarised A well summarised A quite well summarised A vague summarised Not evidenced 4
interview interview interview interview
Total 5 20
*QN = Question Number

6
QUESTION 2b: REFLECTION

Criteria Excellent Good Fair Poor Unsatisfactory Max

*QN CLO Weight
4 3 2 1 0 Marks
2b 3 Depth of reflection 1.25 Demonstrates a Demonstrates a Demonstrates a Demonstrates little Demonstrates no 5
thorough and thoughtful limited understanding understanding of the understanding of the
conscious of the understanding of the of the writing task writing task and writing task and
writing task and writing task and and subject matter. subject matter. subject matter.
subject matter. subject matter.
2b 3 Development of examples and evidence 1.25 Uses specific and Uses relevant Uses some vaguely Very few specific Demonstrates no 5
convincing examples examples from developed examples examples used to specific examples
to support ideas and experience to support claims made in the support claim made used to support
makes insightful claims. Makes writing task. in the writing task. claim made in the
connections. applicable writing task.
connections between
ideas in the writing
task.
2b 3 Disclose details, feelings and thought 1.25 Range of positive and More than one Simplistic reference Lacks of reference to Demonstrates no 5
negative ideas, thought of feeling to personal impact. personal impact. reference to
thoughts and feelings explored in general Limited textual Attempts to refers to personal impact.
explained through terms linked to details. details of text of Attempts to refers to
specific textual details textual details. event. details of text of
and examples. event.
2b 3 Language style / conversation 1.25 Demonstrates total Demonstrates control Demonstrates partial Demonstrates little Demonstrates no 5
control of grammar of grammar and control of grammar control of grammar control of grammar
and conventions with conventions with only and conventions with and conventions, and conventions,
essentially no errors slight errors when occasional errors that making making
with sophisticated using sophisticated do not hinder comprehension comprehension
language. language. comprehension. difficult. difficult.
Total 5 20
*QN = Question Number